This research used a mixed method sequential design to investigate the experiences of
parents of children on Essex school action and school action plus of the Special Educational
Needs register (DfES, 2001 b) who had received PPS support. The research explored the
impact of PPS support on parents' confidence in understanding SEN procedures and in their
relationships with schools. It also looked into outcomes for the children and used systems
theory (Dowling and Osborne, 2003) as the underpinning psychology, alongside a critical
realist paradigm.
Semi-structured interviews were administered and a thematic analysis was conducted with
the aim of building two questionnaires to further inform the research questions. This research
acknowledged a number of limitations, namely the small sample size used and time
constraints that did not allow for a longitudinal design to be implemented. Findings indicated
a perceived increase in parental confidence and understanding of SEN procedures following
PPS support. Qualitative data generally revealed a lack of partnership between home and
school, though there was some evidence of changes towards partnership with positive
outcomes for children following PPS interventions.
Questionnaire data showed a perceived increase in the confidence of parents working in
partnership with schools to support their children after PPS support, with mean scores on
relevant measures ranging between 3.28 and 3.44 (3 = 'same' and 4= 'more confident')
There was also evidence of some impact on parental empowerment in their relationships
with school staff, with mean scores of 3.92 and 4.00 on the two questionnaire measures.
Thematic analysis suggested that mothers did not feel their views were listened to by school
staff and that they were in a 'fight' with the school. Political language was reconstructed in
two instances, and the claim was made that: 'Every child doesn't matter'. Qualitative
findings revealed some positive findings around parental perceptions of children's academic
progress and behaviour following PPS support.
Implications for EP practice were considered and the researcher emphasised the importance
of EPs applying psychology to facilitate partnership between parents and education
professionals in their casework, in an attempt to ensure positive outcomes for children.